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Introduction to eye tracking in mathematics education: interpretation, potential, and challenges.

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Title: Introduction to eye tracking in mathematics education: interpretation, potential, and challenges.
Authors: Schindler, Maike1 (AUTHOR) maike.schindler@uni-koeln.de, Shvarts, Anna2 (AUTHOR), Lilienthal, Achim J.3,4 (AUTHOR)
Source: Educational Studies in Mathematics. Mar2025, Vol. 118 Issue 3, p309-321. 13p.
Subject Terms: *Protocol analysis (Cognition), *Mathematics education, *Word problems (Mathematics), Gaze, Perceptual-motor processes, Eye tracking, Eye movements
Abstract: The article "Introduction to eye tracking in mathematics education: interpretation, potential, and challenges" from the journal "Educational Studies in Mathematics" provides an overview of eye tracking in mathematics education research. Eye tracking records individuals' gaze focus and has become increasingly popular due to advancements in technology. Researchers use eye tracking to infer cognitive processes, attention, and intentions without interrupting learning processes. The article discusses different theoretical perspectives on interpreting eye movements in mathematics education, highlighting the importance of understanding gaze data in research. Studies in the special issue explore how eye tracking can reveal students' problem-solving strategies, attention to mathematical representations, and modes of thinking. The article also addresses challenges and limitations of eye tracking research, emphasizing the need for multimodal approaches to understanding cognitive processes in mathematics education. [Extracted from the article]
Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Schindler%2C+Maike%22">Schindler, Maike</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> maike.schindler@uni-koeln.de</i><br /><searchLink fieldCode="AR" term="%22Shvarts%2C+Anna%22">Shvarts, Anna</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lilienthal%2C+Achim+J%2E%22">Lilienthal, Achim J.</searchLink><relatesTo>3,4</relatesTo> (AUTHOR)
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  Data: The article "Introduction to eye tracking in mathematics education: interpretation, potential, and challenges" from the journal "Educational Studies in Mathematics" provides an overview of eye tracking in mathematics education research. Eye tracking records individuals' gaze focus and has become increasingly popular due to advancements in technology. Researchers use eye tracking to infer cognitive processes, attention, and intentions without interrupting learning processes. The article discusses different theoretical perspectives on interpreting eye movements in mathematics education, highlighting the importance of understanding gaze data in research. Studies in the special issue explore how eye tracking can reveal students' problem-solving strategies, attention to mathematical representations, and modes of thinking. The article also addresses challenges and limitations of eye tracking research, emphasizing the need for multimodal approaches to understanding cognitive processes in mathematics education. [Extracted from the article]
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  Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2025
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